Specialties in the American Dental Association (original) (raw)
Related papers
The Development of Competencies for Specialists in Dental Public Health
Journal of Public Health Dentistry, 1998
This paper describes the process of developing new competency statements and performance indicators for the specialty of denial publk health. These competencies help define the specialty and provide a base for educational curricula and the specialty board examination. The process included a survey of four target groups: all board members, all directors or co-directors of advanced education programs in dental public health, people who had become diplomates in the last three years, and all students currently enrolled in dental public health programs. Many constituencies were represented at the workshop, conducted in May 1997, to develop the competency document. After the workshop, the document underwent a series of review activities.
Point: A 21st-century paradigm for the recognition of dental specialties in the United States
The Journal of the American Dental Association
Background. Specialty-based practice is a fundamental component of US medicine and dentistry, yet the recognition of new dental specialties has markedly diminished in the past 50 years while medical specialization has flourished. Methods. This article reviews the history of specialty development while focusing on the underlying scientific, educational, and cultural changes in both professions. The process of dental specialty recognition is also examined. Results. The current dental specialty recognition process provides a set of criteria aspiring specialties need to fulfill at the time of application, yet the relationship between the criteria and the sequence for attaining them is undefined. Scientific development and evidence-based practice have grown to become the cornerstone of contemporary health care specialization. Conclusions. A new paradigm for specialty and subspecialty development in dentistry is needed. A model is presented herein that recognizes scientific development as the basis for specialization and describes a formal, sequenced process for the development of emerging specialties and subspecialties. Practical Implications. This new paradigm for dental specialty recognition builds on the current criteria for specialization while encouraging cross-disciplinary interaction and nurturing the development of emerging specialties and subspecialties in dentistry. Doing so will allow dentistry to maintain its lead role in the maintenance of oral health and oral disease treatment in the US population.
1.3 Development of professional competences
European Journal of Dental Education, 2002
Competency-based education, introduced approximately 10 years ago, has become the preferred method and generally the accepted norm for delivering and assessing the outcomes of undergraduate (European) or predoctoral (North America) dental education in many parts of the world. As a philosophical approach, the competency statements drive national agencies in external programme review and at the institutional level in the definition of curriculum development, student assessment and programme evaluation. It would be presumptuous of this group to prescribe competences for various parts of the world; the application of this approach on a global basis may define what is the absolute minimum knowledge base and behavioural standard expected of a 'dentist' in the health care setting, while respecting local limitations and values. The review of documents and distillation of recommendations is presented as a reference and consideration for dental undergraduate programmes and their administration.
Reviewing Competency in Dental Education
2011
Abstract The minimum requirements to practice as a competent dentist have always been under the scanner. While universities and dental boards around the world have constantly endeavored to produce and maintain a quality dentist, there have often been questions on how the respective skills are to be assessed. Presently competency-based education focuses on developing the professional skills, which are necessary for the comprehensive practice of dentistry within a community.
Medical doctors’ knowledge of dental specialty: Implication for referral
The research goal is to assess Medical Doctors' knowledge of the various dental specialties and to determine if their past dental experience affects their level of knowledge. Resident Doctors and Medical Officers working in the University of Benin Teaching Hospital, Nigeria were surveyed with self-administered questionnaire in 2008. A total of 142 doctors responded to the questionnaire, giving a response rate of 71%. The female: male ratio was approximately 1:2.5. The designations of respondents were Senior Registrar 21.8%, Registrar 48.6% and Medical Officers 29.6%. The Departments that returned the questionnaire were Internal Medicine 21.1%, Surgery 19%, Paediatrics 15.5% Family Medicine 11.3%, Accident and Emergency 5.6%, Radiology 4.9%, Ophthalmology 8.5%, Pathology 5.6%, Anaesthesiology 5.6% and Mental Health 2.8% The mean knowledge score was 10.1±3.3. (Maximum score =21). Only a small percentage (5.6%) had a good knowledge (scored above 16), 79.6% had a fair knowledge (scored 8-15) and 14.8% had a very poor knowledge (scored less than 8). Doctor with history of previous dental treatment had better knowledge (P=0.03). The knowledge of Medical Doctors about the various areas in Dentistry is presently not satisfactory. Comprehensive care of patients, which includes prompt and appropriate referral, can be optimized by improvement of Doctors' knowledge of dental specialty through seminars and other educational interventions Keywords: specialty, referral, knowledge, doctor, dentistry
BDJ, 2010
VERIFIABLE CPD PAPER in dentistry and with its own postgraduate training pathway. Under European Directives, however, the related speciality of Oral and Maxillofacial Surgery (OMFS) is defi ned as a medical speciality and requires primary qualifi cations in both medicine and dentistry. Instrumental to the development of OS has been the Association of British Academic Oral and Maxillofacial Surgeons (ABAOMS) which has existed for over 20 years, initially as the University Teachers of Oral and Maxillofacial Surgery, with the aim of furthering the speciality through advances in teaching and research. The majority of ABAOMS members have traditionally qualifi ed in dentistry and pursued academic careers within dental schools, having trained and registered in OS with the General Dental Council (GDC). In 2004, ABAOMS formalised its constitution and partook in a reorganisation of the dentally based specialities with particular reference to academic training programmes. This reorganisation was undertaken in 2003-4 under the auspices of the Standing